ERIC ED170576: Experience Based Career Education at Wichita East High School: A Third-Party Evaluation for Year Two, 1977-78.

DQCDBBIS BSilHI

ED 170 576

Ct 021 MO

SPOHS aGINCY
PUB DATS
NOTE

SDSS PRIC5
CISCEIPTORS

Cra rtorfl , G^org^i Hiskilp Cecil

iKpsrience Based car^^r laucition a* Hichi^.a East
High Schooli A Thirfl-Farty ImluatlcnL for r%ar Imo,
1977-78.

Hlchita Pufclic SchoolSr Kans*
30 Jun 78

i|2p,; For a filated flceuient EC 150 285 }

Bss^arch conauat#a by the Office of Career
Miication

HF0 1/PC0 2 ilue Postage*

Academic AchiiViffsnt^ Careei Awaxistssi ^Career
laucatioiial Objictiveii I^aluatloii

nmthodBi ^Sxperientlal LsarBlngi *5r^graro Attitudes;
^Prograffi Effectiveness; ^Prcgran E^iLuatiqiii ^Pxograi
SecoQdary Eaucation; StLf Esteem; Sex

IDEMTIPIIRS

Dl scrifflinatloTi
^Eitperieiice Basid Caretr Edticaticn

iBSTBACT

% thtrd^party evaluation was conductsd to aiseia the
second year's oparation of ^tte Expirieice laaefl Caieer- Iducatioii
(EBCE) piograni at Wichita (Kansas) High Schccl last. The pirogcain
proposal cor^ained fourticn process cbjectltes and iwilve outcons
I objectives* Th^ status e£ the process cbjectiM acbievement was
i a^terniinea hy interviewing program personnel and txanining project
r^t^oras, Outcoaa objectives were assessed by admini Et^ring sev-eral
iBstruaentt^ A pie tast^posttest aeslgn was used to eraluate the
attainoent of ^hi outcome ©fc jtoti^as a i sccia ted ni th ieadeaic
achieve ttent^ i%lf *%ateeBi ^ career orientat ioii^ and sfx bias* h
J self-aaiiinistetiiig check lift/opeci-enaia tas|CBse few Mas ^mmi to
collect smmative iipressions of the picgMB f tea stamen tsr parents^
and sit^ Msoutce people. Three site visits were alsc made, h cianga
r in program strijctare also was evaluated, Studentg iieri allowea to
■enroll in the IBCE program for the entire schocl year^ the , first
^ ieiastec, or the second aeaester. The cbjective Beastties of the
; achlev^eient of EBCE prograffl abjictivei revealed cnlj ainor
vdlff^Mncea between SBCI and control fToupSp w^ich an suggestiira of
J::»argin4l achitvaaent of objectives^ Ihe thixd^iaitj assessment
I labeled the prog ran a success, and citid ittprovesent: made in fornsrly
i'problMatic areas identified by the fixst jear^a i^aloation
|"(av4ilable as SO 150 285), (The najor portion of this doeuaint
S contains appenflad laterials-) (BM)

:i : , ReprodTCtionH suppliea bf BO^^ best^that candle fflade ^

fto» thS' otigital doeoment. *

EXPERIENCE BASED CAREER EDUCATION AT WICHITA EAST
HIGH SCHOOLi A raiRD-PARn EVALUATION
FOR YEA.R TWO, 1977-78

George Crawlordj rhird-Party Evaluator
Cftcil Mlikel, rhlrd-Party Evaluator

Subnattted to
Kenneth G* Beat, Project Director
Richard Wood J Dtrector of Operations

Office of Career Education
Wichita Public Schools U*S.D. #259
Wichita, Kanaas
June 30, 1978

U.I. BePmRTWE«r €F NiALTM,
NATIONAL IMSTlTiltE OF

TNtI DOCUMENT MA^ SCfN Ri^ftO*
OUClD fXACTLV afCifVlP FtOM

ATfNGjT, PeiNTs O^ VIEW OPINIONS
ST/kTeD DO NOT NtCiSSA^ILY hmPm^
SENT OFFICIAL M^TieNAL iNlTiTUTi
rj lOUCATiON ^dSlTIONefl FOLICV.

tA.BLE OF COMraNTS

Page

overview o£ Evaluation Procedures 1

Swciary of Findings and Cortcluslons 2

APPENDIK A: Detailed Descelptlon of Proceduref , , * , ^ * , 9

APPINDEC Bt Data for Outcorae Objective 1 • . * * 15

APPINDDC Data for Outcome ObjeeClve 2 21

APPENDS D: Data for OutcOTia Objective 3 . p , 25

APPENDIX E: Data for Outccma Objective 11 ^ • • 29

APPEironC Ft Data for Outcoae Objectiva 12 * , ^ 36

KPERIENCE BASED ^MER EDUCATXON AT WICHITA EAST
HIGH SCTOOLi A THIRD-PART^ EVM^UATION
FOR YE^ TWO, 1977-78

Purpose

This report wdi prapared hy thlrd-^party ey^aluatDrs , Iti pur-
pDie Is to presant an aeaesinient of the second year's operation of
the Ixperlanee Based Career Iducatlon (IBCl) program at Wichita
High School Eastp The program proposal as revised on July 27^ 19775
contained 14 proceas cbjeotlves and 12 outcaroe objectives , The
main body ofi this assesiment document contains a Hating of the
process and outcome objectiveaj along with either a nominal (yes/no)
aaseasment of the objectivee ' statuses or a degcrlptive (atatiatlcal/
narrative) assessment of status. To malntatn ease of compariaon
from year to yearj the foroat reraains the sane as last year's.

Overview of Evaluation Prooedures
The status of process objective achlevefflent was deterinlned by
tntervtewing program petaonnel and ^Mining project records*
OutcOTe objftctivei were assessed by administering Instruments
appropriate for measuring the outcome objectives (See Appendices
A-F) * A pretast-posttigt design ws used to evaluate the attain^
ment of the outcoitte objectives associated with academic achieve-
ment, self-esteems career orientation, and sesc bias* A self-
admltilstering check llit/open*ended response form ^ae used to collect

1

4

2

suOTiatlve linpraeiions of the program fron atudemtSj parents, and
site resource people* %n additiotij three sites y&tm vielted by
the evalyatora to intervlev the resource people rBgardlng their
impreisions of the progmm. A detailed sOTCoary of Che evaluation
procedures constitute appendix A,

Five additional appendices detail the measureflient and analysts
procedures for OutCOTie Objectivee 1, 2, 3^ 11, and 12, They arei
Appendix B^-Preteat*pGi tcest EB^Cl/control reiults om the Dlffaren-
£lal Aptitude Test; Appendix C^^Career Development Inventory ^
preteat^postteat EBCE/control reeultii Appendix D-^-Cooperamith
Silf-lsteeni Inventory^ pretest^po'itteat IBCE/control resulti;
AppeiidiK E--Parent auafvey. Student Survey^ Resource Survey^ and
Interviews conducted %^ith the resource perions at the work sites-
Appendix P--Pre*posts ESSE /Control resulti on tha Sex Role Socially
satton Questionnaire*

A change in progmim structure also was evaluated. Students
were allowed to enroll in the EBGE program for the entire school
ymt i the first semestfer, or the second semeater,

SiM^ry of Findings and ConalusioM
Figure 1 presents the procesg and outcome objectives along
with a summary statement regarding tha relative level of achieve-
meat * The objective raiagures of the achievement of EBCE program
objectives revealed only ttinor dlfferencei between EBCE and control
groups which are BuggfeStive of fflarginal achievement of objectives.

s

3

The preponderance of stattstieal tvtdertce ts in suppQift of the
assertion that the IBCE program has achieved let stated objective
in conmendable faahlon.

In our opinion, the EBCE staff is especially daiecvlng of
coOTttendations for strengchening the program's perfoCTtatice la thoae
few areas which data from year ocie are iuggestad were In need of
Improvement. In addition to deirioaat rating achievement of objectives
via objective measures ^ the pr^ram enjoys a atronget"| wore unlfom
base of support among all participants than It did last year. This
clalni Is supported by comparing feedback data (Append E) from the
first and second year evaluatiDna , Whereas year one feadback con-
tained citettente that, in teras of weight of responae, Indicated
problem areas associated with coordination j program relevance , and
associated concerns ^ this year's feedback has chatiged to a markedly
complimentary form, particularly y±th respect to tmprov^ement in
formerly problematic areas. The assessment supports labeling the
program a succesi.

6

4

pigum: 1

assessjffint of ibce progr^ objeciives for 1977-78

Proeesa Objectives

Accomplished

Note

1.

2,

3,

4,

5.

6,

To be at full staff employment (no
changes anticipated (by October 1,

To fomallie all contract with AEL
and with the Third^Party Ivaluators
by October 1, 1977.

To implement by October 1, 1977, the
evaluation procedures necessary for
the documentation of the ef fectivenesi
of the program i

To begin by October 1, 1977 5 ^ series
of group seminara for EBCE students
addrasaliig the Issues of seK^blas and
ae3c*role stereotyping*

To locate and identify in at least 19%
of the local experience sites individuals
in nontradittonal Job roles where EBCE
students will be placed*

To conduct EBCE orientation sessions for
students during the first week of opera-
tion each sweater.

To ftnallee the first phase of the Indi-
vidualized learning plans , developed by
the atudsnt and his/her Learning Coordl^
nator, by the end of the first week of
operation each semester.

To have 90% of the EBCE students placed
on experience sites pursuing their indl^
viduallMd program objectives by the end
of the EBCl orientation week each
sweater »

To have recruited atudents for aecond
aemeater by January 13 ^ 1978,

X

100% placed

s

Process Objecttves

Accomplished

Note

10 i To prepare quarterly^ reports and
budget review on October 1, 1977 i
January 1, 1978; Aptiil 1, 1978;
and July I, 1978.

11, Recruitment for the 1978-79
ashool year %^ill have been
cOTttplated by June 2^ L978.

12 t The Third Party EvaLvatlon Report
will be prepared and ready for
submittal by June 30 i 1978*

13* The Annual Report and Budget
Review will be eamplated by
September 30, 1978^

14* The Projeat Continuation Applica-
tion and Budget Request for Ti '79
^ill be prepared and eubmitted by
July 31, 1978.

Assmne July
report will
be completed
on time.

May 19, 1978

May 19, 1978

Outogffle_Qbjgggiyga^
DOTCOM:

1» EBCE students will d^onatrate
equivalent or greater gains
in basiQ ikills than compari-
son group students •

2. EBCT students will diBionstrate
equivalent or greater gains

in career maturity th^n coraparl"
eon group students «

3. EBGl students will detnonstrate
iqulvalent or greater gains

in attitudlnal developnint than
comparison group students.

Results

AccOTplished* The EBCE students
demonstrated equivalent gains to
the control group students.

Accomplished, The EBCE students
tended to demons tcate greater
gains in career mturity than the
control group students.

Partially accomplished* With a
single eKceptionj the gains were
equivalent for both groups*

8

6

Outcooae Obiectives

4, Studants will use instru*
ments sueh aa Work Activi-
ties Checklist, Work Situ -
ation Checkliit ^. Value g
Initg^ment , and Chart for
Ralatlnji Sehool Subjects
ftgj^Qggup i gi^ to asiess
eareer, educational and
personal needs and Inter-
ests and will uie the data
to develop academic and
career eKperiencei *

5. Students will use instru-
ments such as the Basic
Skills Inventories to asieas
career^ educat lonal j and
personal aptitudei and will
use Che data to develop aca-
demic and eareer eKperlencest

6* Studanti will observe various
career requlreffients, restrlc'-
tiona ^ and opportunities
through eKperience site place-
ments and document these
charaoterlstlcs by eOTpletlng
related activities In the
Student Career Guide , They
will then use the data In
developing viable career plans,

7. Students will detennine the

necessity of basic reading and
raatheaaatics skills for various
careers at eKperience sites and
then utilise scores from the
Basic Skills Inventories to
select learnlr^ obj actives
necessary to master those skills
essential for rewarding career
opportunities.

The record of achievement on
this objective is strongly
positive. Significant gains
have been demonstrated in
strengthening the relation-
ships between work and study.
Moreover J the low level of
negative feedback and generally
high level of positive feedback
concerning problems with docu*
meats referred to in their ob^
jective supports the contention
that the objective has been
coTOendably achieved.

The Basic Skills Inventory was
used in complete form. Generally
high levels of positive feedback
from all respondents support the
aisertlon that this objective was
achirved .

CoMents from students i parents ^
and employers are uniformly
positive in support of the
assertion that the objective
was achieved.

Interviews and project records
indicate that the objective was
acconiplished. Moreover ^ support-
ing data from relevant subscales
of the DAT also support the
assertion that the objective was
achieved. This particular objec-
tive represents an additional ^
ip'eclfie Improvement in performance
for the program as cmpared with
year one.

9

1

Outoome Obiectlveg

8. Students wilL develop Activity
Sheets that utilize basic
sktlls and/or academic leatn*
ing In eonjunction with avail-
able activities at eKperience
sites « This integration o£
baslQ akllla /academic Learning
and wperlence site activities
will result in the application
of refltiiraeiit of basic skills/
academic learning develofaDient*

9, Students will utilize varloui
instrtmients for asieasing per*
sonal needi p interests ^ and
aptitudes j i^lll participate

in career iKploration through
experience site placement i,
and will cofflplete the Final
Review activity In the Stu ^
dent Career Guide as a func*
tlon of generating preltalnary
career plans that are informed
and realistic i

10* Students will partlcipata In
career placements at expe*
rienee sites and will engage
in acadetnlc activities that
relate to experience sltea in
the decision^fflaklng process
antecadent to the selection
of a career field.

11. Parents I students , amployerSi
labor unions other in**
volvad cofDBiunity members will
. dmonatrate a positive attl*
tude toward s and continual
support of, the EBGE progrMi.

Results

The record relative to thii
objective is markedly Inapvoved
*-to the point that achievOTient
is substantially realtied. Com-
ments (AppendlK E) relative to
coordinator assistance and the
comparative absence of negattve
coimence concerning dlaaattsfac*
tlon concerning the objeetive's
achievement.

Although some minor concern was
eKpressed concerning "teite'*
CAppendiK E) ^ this arsa oontlnuea
to represent one area of particu-
lar achievement for the program.

Some Bilnor concerns were voiced
(AppendlK E) which r a la ted to
this objective. The preponder-
ance of evidence I however ^ deroDn-
strates achiev^aent of the objec-'
tive* Particular gains have been
demonstrated in quality of orien-
tation to sites and coordination
of site eKperlenceg with academic
studies. The learning coordi*
Mtors have apparently Keall^ed
a marked improvement tn the out-
comes associated with efforts In
this area,

Intervlewi^ along with paaeint^
student and site peraonneX wltten
feedback are unifomly positive
indicators of strong progMni sup*
port* The program la generally
regarded as being a good onej and
participant attitudes are strongly
positive.

10

8

Out come Object Ives

12* Students participating In
the EBCE program will par-
fclelpate, during ortanta-
tlon, in sex bias, seK'-
role stereotyptng eraall-
group Workshops and t^lll
demonstrate a greater
awareness and acceptance
of, and participation in
nontradltional job roles.

Regulta

The EBCE evidence gains equlva*
lent to the control group gains.
The EBCE students did partlcl*
pate in or observed nontradt^
tlonal Job roles. The objective
was partially achieved.

APPENDIX k
DETAILED DESCRIPtlON OF P^CEDURES

12

o

ERIC

10

Outcoflii cbjeatlvea 2^ 3| and 12 wem emLuatsd wLth a
pretest •-:pQattcst J treacmitit«.eonttol grsiip destgn. BtolcoljiBi
Voting an^ Bus sail Schub (1975) diecrtbe^ fchlJ type at diplgnae
baing abli to provide an accurate asaisOTent of the- tapact of the
pragcan. If the pretiit dtffersmcei bat*7ian jarttcljpatit a.^d eMflpaTt--
ioQ gtoujs are due to ehasci*

OutCOTi cbjective U mm evaluated ^Lth a sutvey dtplgn, Yotmg
auaschul aoted that thla type of de^lg<i ^an provide a deae^lptio^
of qa^ntit^ti%;ely^ supported estimates of various group e^aract^rt^*-

Cth«r proasis and ouccoini objective's ^eie evaluated -^ith ^
deaeriptiva design E^tleclng materials j> fllfii ^ aiid records wiire
SMifflLjied determini oljacttve attal^iin^nt *

' "^"^^^ SapQpLlng

3nsftrL!raenti aelioted for uaa wre ^immltaneotiely adntlniitered
- to th.^ 51 treatmeiit and 4l eOTtffoL atiid^nt^ in a comon setting i
Th^ i^al^mtors administared tlii Is-Strnto^ftt^ and eellicted ttia
riippD«iiea, Hie pretist was adminliteTed on a date that ceinclded
al^sily v?ith the start cf the ptogjtoi thm postteat administered
at the e«d of partioipatisii CJaoua^y and Itey^ 1978)* Similar
tiptltfig cottditlons pravalL€d Jurlr^ tie protest and po^ttaac seislona,

larentSi studentis amd pcrsoaa with vhom studants %*ksd at
^xperiinci sites conprleid ppfulation^ £ro©i ^hloh sarvey and tute^-
vi^ data w%vm gathered * Cptmlans of tbea^ groups ^ire eciught only
the tod of the ymtm

In chs inatanees wher^ tfce assisMent was accoinpltihed thE^cugh
prata^tlog ^nd pbsttiiting j tfce EJCE and ccntrol groups cpntaitt^d
auteji^ts of tlie nimbera and types discribad £n Table U Coiaplate
data were cclleeted frotf 51 EICE students and 41 stadiati Iri tM
Coirtrol stomp ^ Both groups a^ppaar to be rQughly conpar^bJi in
tirffls of SMC Mtloe J racial coaposltliDn^ giade leveL j plaas a(c«r
hlgli ^ch^oL y and adueatloii^l lively oi parents. Table 2 furthei
JupjDEfts th^ aisertlon tha-C'thi greups riaembled ea&l oth«,
Studist seamipatiDiial aapiratl^n^ amd cecupatLoMl po^^ltloffs of
far«ncs ^ho^ similar patttanii -

13

11

^Dntr^l gXQiap dtsijsi^ai analysis ot ■CQ^^raaEi.ci* Iht^ cieliniquii
statistical ty co^nrcls ^^i thin-group v^ri^nGi mdL a.lso ^onMoli faaf
tower-crd^r in^ter^aetioti effeetii p^sttegt mail s^os'is for

the tr^itnamt iind ccnt^ol groops v#ti a^pared %^lt-^ ths I teat
whlli ^tati^ttciLly eontroLllcig Ccpfva^ytiii) chi dtffe^cstaeea In
pretest scoiris f^r aw and so^loecOToraie itatui. Bis^Lts ^ee
ireport^d f oir the niw subaealea of th-c Dlfiac^enti^l ^jtitudt Taats
CF©^ S, 1972 €ditl©n) ^ the thrta ^tjb:ac»lee thfe Gamier IsvaLof
sent Itiveint©ry^; thi fowt luticfllei of th« CoppiE-iniith Salf -Bst^ea.
Enyantory 3 mloM yitb b total value f^r the Stlp ^tid tli© £mv sub^cali
af the Se3£ RoL-a SoeiaLligition Quest ioma. Ire, latLce 34.^ 4Aj 5A.j
and lO^ pMseat data aml^ili iifflM^rl^a ioie ISCE ^t\3dei\tB
plaatd ia a slJigLe groiip, bibles 3 J, 4b ^ SB^ an.d lOB cdmpxlee
^imilaa^ mwsmici^B % tut tti€ EBCE atadiaatg aci pl^cgd Isita tlit^i
groups t (1)" tlioae^/h© ititoHed both ^i»«starij (O chs fli^st
mmmBt&^ anid (3) tbs aiapad aimeacer «

Pute ocie _Qb, ^p €t d vg 11

Desc^iptL^e st^CLatics icid quaU^aclve ptOD^id%3ta^ wit€ tased
Co evaluate tltii objittive, ETtqupiicy and _ ps*c&tit^ge dtswtbu'-
tlona ailDtig MLth Tiair^tlv€ eoostitijti analysis taiehtalqtJtP •

Ofchig Objectaygs

Tba ^snaaliitiig prociss mnd Dotcoi^ otjaetlvea ^icfi evalii^t&d
with data gLiaMd f^m ptegWoa filgLg ani tmQt^tim , Nawa^tt^i atialy*
sis and atiac^kList ataffliiaties ^ere used awL^t* the^i objiotl-vi^i

MSleolaa a* ITeiLtig and Huspall Sek%3b* Evgtliiattc a and Sducatlpiial

14

12

MLE 1

E^QUlWCy DISTRIBUTIONS FOR THE CArEGORICAl. VARIABLES, 1977-78

Variables

EBCE groiiB <ll^51j Cgintrol Group (N=4l)
Irequency rafcent Frequency Percent

Scoc

FefflaLe

22
29

43,2
56.9

18
23

43.9
56.1

Race

White
Black
Other

Grade Level

10
11
12

Plans aftei- High School
None

Wosk'»-Piill TliBe
Wotk--Part Time
Appreaticeship
Military Service
Vocatloiial-Technlcal School
Junior College— Acadenlc
Junior Cellege"-Technieal
Colltge-IJiilversity

Facher's Education

Do DOC know
Elamentary School
Some, High School
High Sctiool Craduate
Soae Poflt -Secondary
College Graduate
Scne Graduate Work
Ad^mnced Degree

37
H
2

17

10
24

14
7

11
1
3
3
1
0

11

5
2

7
16
11
7
1
2

72.5
21.6
4.0

33.3
19.6
47.0

27.5
13.7
21.6
2.0
5.S
5.9
2.0
O.O
21.6

9.S
3.9
13.7
31.^
21.6
13.7
2.0
3.9

35
6

85.4
14.6

13
23

2
6
12
0
4
3
0
0

14

6
2

2

15
9
2
2
3

43.9
56,1

4.9
14.6
29.3
0.0
9.8
7.3
0.0
0.0
34.1

14.6
4.9
4.9
36.6
22.0
4.9
4.9
7.2

15

TASm 1 (Continued)

L3

Variables

EBCE Group (N=51)
Frequency Parcent

Frequiir.cy Paicint

MothLer's Educaclon

Do not know
Elementary School
SoBta Klgh School
High School Graduate
SMe Post-Secondary
College Graduate
' Some Graduate Vorlc
Advanced Degree

Sibling Dropouts

0
1
2
3
4

3
0
7
19
16
3
2
1

42
5
2
1
1

5.9
0.0
13.7
37.3
31.4
5.9
3.9
2.0

82.4
9.8
3.9
2.0
2.0

3
1
7
21
4
3
1
I

35
4
2
0
0

7.3
2.4.
17 .L
51.2
9.8
7.3
2.4.
2.4.

85.4.
9.S
4.9
O.O
0.0

16

TABU 2

FWIQUEOT DIsmBUTlONS FOR CAREER ASflMnONS AND CtMINT Ml OGCUmM --197^78

EBGE Group (N^5l) ^ . Cmtrol group (N-41)

Oceupationa Studsnt father Mother StudsnE lather Mother

'^U. Protictive

Clificsl

2

(3,9)^

2 (3.9)

9

(17.6)

4

m)

2 C4.9)

5

(12.2):;

Graftspergon

1

8 (15.7)

0

(0.0)

1

(lA)

9 (22.0)

0

(0.0) ::;

Htmt

3

0 (0.0)'

0

(0,0)

1

m

L 0.4)

0

(0.0) :

HoffiiHit

0

(0.0)

1 (2.0)

17

(33,3)

1

m

0 CO.O)

19

(46. 3)

(0.0) e

Uborer

0

(0,0)

3 (5,9)

a

(3.9)

0

(0.0)

^ 0.8)

0

Kanigit

1

(a.o)

7 (13.7)

1

(2.0)

0

(0.0)

3 0.3)

1

(2.4) >

Military

1

(to)

2 (3.9)

(0.0)

1

m

a CO.O)

1

(2.4) ;

Operative

0

(0.0)

6 (11.8)

1

(2.0)

0

m)

2

(4.9)

Professtoiiil

2S

(49,0)

4 (7.8)

6

(11,8)

16

(39 J)

5 (12.2)

6

(14.6}^.

Proprietor

2

(3.9)

1 (2.0)

2

1

m

2 C4.9)

0

(0.0)

Service

2

(3.9)

0 (0.0)

0 (Q.O)

0 (0,0)

1

(2.4)

(0.0)

Sails

2

(3.9)

3 (1,9)

1 (2,0)

0 (0,0)

1

0.3)

5

(12.2
(4.9)

Service

0

(0.0)

2 0S

7 (13 j]

1 1 m

0

CO.O)

2

fecbnical

0

(0,0)

3 (5.9)

1 (2.0)

4 (9.1)^

2

£4 J)
CO.O)

0

(0.0)

Other

4

(7.8)

0 (0,0)

0 (0,0)

2 (^JJ

0

0

(0.0)

Do Kot Know

a

(13.7)

91 (17.7)

4 (7.9)

9 (il.9)

3

0.3)

0

(0.0)

The ntfflbtr Ifi ptricithiiis Is the psteint of the total,

APPENDIX B
MTA FOR OUTCOME OBJECTIVE 1
EBCE Bttjdenta will demDnstrate tquivalant
or greater gatni In baiia ekilla than
compaction group etudenta*

18

16

Ins 1 1 %me nta t i on

The Differential Aptitude Teat (DAT) provided a COTiprahensiva
maasiire for Outcome Objective 1* Eight different iubscalea eonstl**
tujtft the MTi vertal reaaonlng, niOTerlcml ability, abstract reason*
ing, clerical speed and acQuracyj mechanical reasonlfig, space rala*
tiena, spellings, and language usaje. In additioni the verbal reason-
ing and nimsrlcsl ability subscales are coniblned to iorm a com**
posits Indicator ©f general intellectual ability*

The DAT, particularly the verbal reaaoaing and nmerical ability
iiubicalest Itfs been established and d^onstrated by laeans of strength
of aorrelatlons of lubsc^^la measures with course grades. The sub-
saale reliability coefficianta for the two forms of the test range
from .89 to ^91 (senior mltS| form S) , M to «96 (aenlor fewlea,
form S) , .89 to .96 (aenlor TOlasi fom T) ^ and *88 to .97 (senior
f amalae ^ fom T) •

Tables 3A and B contain the ^ta imfflariea for evaluating this
©bjeative* The EBCE and the control groups did not differ slg-
nlfieanely on any measure. No differencea listed awong the IBCE
grpups ,

In suranarys Outcoms Objective 1 was accompliihed^ The EBCE
students dOTonitrated tquivalent gains in basic skills to the
cmtrol group students «

Results

17

MEMS, Sm®fA^ DEVUTIONS CSD) ^ Am OP COVARIMCE

smmAREte fOR the differbstial aptitude test (IAT>

SCORM ACROSS THE IBCE AKTO CONTOOL GROUPS

DAT ^ EBCE Control

Subicale Test Mean SB Mean SD

Verbal

Pre

42.1

25. S

29.9

23.7

0.2

.68

Reasoning

Post

46,8

29.5

36.9

26.3

1

Post

44.0

46.1

Pre

39.3

26.4

36.9

26.4

0.2

,.65

Ability

Post

43.3

26.5

43.0

25.7

Adi

. u

m + NA

Pre

38.9

26.3

30.5

22.1

0.8

.36

Composite

Post

42,3

28,3

38.7

24.8

Ad1 .

Post

40 6

Abstract

Pre

46.4

27. L

46.7

28.3

0.8

.36

Reasoning

Poit

55.2

27.8

48.8

27.1

•

AdJ*

Post

54.8

50 2

-

Cltrical

Pre

49.4

25.0

49.8

33.0

2.6

.11

Speed End

Post

47.9

26.0

56.8

33.3

Accuraay

Adj,
Post

47.8

56,9

Ifechanleii

Pre

49.4

27.2

41.5

21.4

0.0

.99

Reasoning

Post

56.0

29.2

49.4

25.5

Adj.

Post

54.4

54.5

Space

Pre

41.3

26.3

44.2

35.1

0.6

.43

Halations

Post

56.9

26,9

53.1

36.0

Adj.

Post

56.7

53.5

Spelling

Pre

40.5

29.5

37.2

26.1

0,7

.40

Post

41.8

29.7

40.0

26.4

Adj,

Post

40.6

44,0

?0

18

ERIC

TABLE 3A (Continued)

DAT
Svbscale

EBCE

Control

P P

Teat

Hean

SO

Mean,

SD

Language

Pre

37.3

24.7

27.7

24.4

1.6 ,21

Usage

Post

39.8

27.6

26.1

24.7

Adj.

Post

37,5

33.3

"Adj* Post ^ Adjusted Posttest<

31

19

TMLE 3B

MEANS Am AKALYSIS OF COVARIANCE ammRlES lOR THE
DIFFERENTIAL APTrTUDE TEST (DAT) SCORES ACROSS
raRlE EBCE GROUTS (YEiA, FI^T SmffiSTER, SECOND
SEMESBIR PARTICrPATION) AND ONE COMTEOL GROUP

DAT EBCE

Subscale Teat Veaf let Sem* 2nd Sto. Control F F

Verbal

Pre

49.0

32.1

41.9

29.9

0.8

.50

Reasoning

Post

57.1

39.8

39.9

36.9

(VR>

Adj. I

Post

45.6

45.4

38,6

45,8

Nwetical

Pre

41.6

35.3

39.7

36.9

0,3

.80

Ability

Post

47.4

37.1

43.4

43.0

(NA)

Adj.

Post

44.4

39.0

43.7

45,0

^ + NA

Pre

43. S

31.1

39.3

30.5

0.9

.45

Compoalte

Post

51.0

35.6

37.6

38.7

Adj.

Post

44.3

40.1

36.5

44.8

Abstract

Pre

52.2

39.5

44.9

46.7

0.4

.75

Reasonlt)g

Post

62.2

49.1

51.6

48,8

Adj.

Post

56.5

52,8

54.3

50.1

Clirieal

Pre

52.6

46.1

48.3

49.8

1.5

.21

Speed and

Post

47,1

51.4

45.9

56.8

Accuracy

Adj.

Post

44.6

53.8

47.0

56,9

Medhanlcal

Pre

50,0

48.7

48.5

41,6

0.1

.93

Reasoning

Post

58.5

53.1

55.4

49.4

Adj.

Post

55.9

51,7

54.9

54.5

Space

Pre

53.1

32.2

34.3

44.2

0.6

.59

Relmtlong

Post

69.0

53.0

45.2

53.1

Adj.

Post

57.9

59.2

53.5

53.4

SpaHing

Pre

43.5

39.5

37.9

37.2

0.8

.48

Post

48.4

37.8

36.9

40.0

Adj.

Post

43.2

36.7

40.6

44.0

ERICr

20

lABLE 3B (Conttnued)

EBCE

SubacmLe

Test

Year

1st Ssm.

2nd S&a.

Control F

P

Language

Pre

40.9

28.6

40.0

27.7 0.7

.55

Usage

Post

44.5

30.3

41.6

26.1

Adj.

Post

39.2

36.5

36. S

33.2

'Adj. Post = Adjusted Posttaat*

23

ktmmm c

DATA FOR OtraCOME OBJlCTrVE 2
EBCE students will dCTaofistrate equivalent
or greatar gains In QBvmt maturity than
eompdrlson group studeiita.

22

Ins t rumenta t ion

The Career Development Inventory (GDI) was employed to evalu*
ate Outeome Objeotlve 2, Thli instrument was developed by DoMld
E, Super' and his asaoclatea to measure thsree components of career
development. The three subscales are the fgllowlngi planning
orlftntationi resources for eKploration, and information and decision
making. The students aoaplete this form in about 30 minutes «
Istablished reliability and validity charaatarlaties support the
use of the GDI for evaluating outccms objgctiva nifflaber tw.

Results

Tabiaa ^ and 4B stmariEe the data analysis results for
Ogtcome Objective 2* Iha total EBCE group tended to show greater
gains than the control greup on the Planning Orientation and Re-
sources for EKploration subscales. The yearlong IBGE group dMon-
stratad a larger gain than the semester participants on the Infor*
matlon and DeciaiQn-MBking subscale, Bie second^iemester EBCE
group tended to do batter on the Resources for Exploration sub-
scale than any other group.

25

23

TABLE 4A

WEAHS, SMTOARD DEVIATIONS <SD), AND ANALYSIS OF COVARl^CE
STOfflARIlS FOR &^ER DEVELOPB^T IH"WMTORY (CDI) SCORES

ACROSS Tm

EBCE AND

CONraOL

GROUPS

1977-78

cm

EBCE

Control

Subicale

Test

Mean

SD

Mean

SD

F

P

PART 1

Planning

Ovimtation

Pre
Post
Adj.l
Post

97.5
112.3

113.4

19.2
18.5

112. 1
108.8

106.5

68.4
22.1

2.5

.10

PART II

Resourcei

lot

Iscploratlon

Pre
Post
Adj.
Post

289.0
305.2

304.1

55.0
42,2

278.2
284.8

287.1

49.8
48,9

2.6

.11

PART XIX
In£oroia.tlon
and Decision
Making

Pre
Post
Adj.
Post

25.1

43.4

42,3

15.8
13.0

17.5
41.9

44.0

3.2
13.9

0,3

.59

Mjustad Posttaat

26

TABLE 4B

JEANS AND i^lAXYSIS OF COVARI^CE SiMMflAIES FOR CAREER
DimOP^ffiNT IKnmMTOR^ (CDI) SCORIS ACROSS TmEE EBCl
GROUPS (YEAR, FIRST SMISIER, SECOND SEMESIIR
PARTICIPATION) AOT Om CONTROL GITOOT

GDI
Subscale

Test

Year

EBCE
1st Sem.

2nd Sem.

Control

F

P

PART 1

Pre

91.2

109.3

97.7

112.1

1.0

.40

Flannlng

Post

113.7

112.3

110.4

108.8

Orientation

Adj.l

Post

115,4

110,5

112.9

106.5

fART 11

Pre

286.0

274.7

304.0

278.2

2.0

.12

Resources

Post

298.9

291.0

325.1

284.8

for

Adj.

Exploration

Post

298.5

294.2

320.4

286.7

PART III

Pre

15.3

16.1

45.9

17.5

3.3

.03

Information

Post

43.6

34,2

50.0

41.9

and Decision

Adj.

Post

49.9

39.9

29.7

46.3

Adjusted Fosttest

ERIC

27

APPENDIX D
DATA FOR QVTmm OBJECnCTC 3
IBCE students will dCTonatrate equlvalant
or greater gains In attltudlnal develop-
ment than cenaparlaon group atudents^

28

26

Instrumentation

The Self-Esteaffl Inventoryi Fom A (SEI) was used to measure
OutcOTe Objsctlve 3. Thla Inatrumenti developed by Stanley COQper-
smith, contalna 58 itmna and four aubicales. Form A prQvtdea an
asseasment of sel£*eateem using four eomponants general soeial
self -pears, home-parents i and school^acadamlc.

The Itatos are short statements, generally answered "like
ma" or "unlike me*" The split-half reliability ranges ivm .87
to .90, Test-retest reliability eatlMtas range from ,64 (12-
month Intervals) to .88 (five-week Intervals), In addltloni eon*
vergentj dlacrlmlnant , and predictive validity types have been
established. On the basis o£ studies eondueted to datei SIX scores
are signlltcantly related to creativity i academic achievement,
resistance to group, and other Important variables. Thla provided
a reliable and valid measure for outcome objective nwber three.

Results

The data analysis simmartea for Outcma Objective 3 constitute
Tables SA and No significant differences were found In four

of the five subscales for the overall groups. The control group
made a greater gain than the IBCl group on the Home aubscale and
showed a similar tendency for the overall score. EKamining Table SB
reveals that the second-semester EBCl atudents tend to be the
lowest. With one exception, thla objective was accomplished.

29

27

TABLE 5A

mi^B , S'TANDAXD DEVIATIONS <SD) , AND AMLYSIS OF COVARIANCE
StMlARIES FOR THE SEIJ-ESTEEiB INTONTORY (SEI) SCORES

ACROSS THE

EBCE AND

CONTROL GROUPS,

1977-78

SEI

EBCE

Control

Mean

SD

Mean

SD

p

p

37. 1'

12.8

40.7

6.8

0 9

.34

Post

39,5

7.2

42.2

6.5

Ad 1 L

Post

39.9

41.3

Social

Pre

13.2

7.9

13.1

2.6

0.5

.47

Post

13.2

3.3

13.8

2.4

Adj.

Post

13.3

13.8

Heme

Pre

10.7

11.2

11.5

4.7

6.0

.02

Post

10.0

4.5

12.6

4.5

Adj.

Post

10.0

12.5

Acadatnlc

Pre

9.6

4.8

11.4

3.3

0.7

.40

Post

9.3

4.0

11.0

3.8

AdJ,

Post

9.6

10.3

Total

Pre

66.8

22.7

73,4

14.2

3.3

.07

Post

72.1

13.8

79.8

12.3

Adj.

Post

72.8

78.0

^Adjust Poattist

30

ERIC

TABLE SB

mms MD ANALYSIS OF COVARIMCE SUl^iARIES FOR THE SELF-
ESBIEWB ^mNTORY (SEl) SGOMS ACROSS TiroEE EBCE
GROUPS (YEAR^ FIRST SOffiSTOR, SECOND SQffiSTER
PARTICIPAnON) AND ONE CONTROL GROUP

SEI
Subscale

Test

Year

EBCE
1st Sets,

2nd Sam.

Control

F

P

General

Pre

39.0

36.0

35.4

40.7

0.5

.67

Post

39.6

40.3

38.6

42.2

Adj.l

Post

39.3

41.0

40.0

41.3

Social

Pre

11.9

12.9

15.1

13.1

0.3

.86

Post

13.1

13.6

13.1

13.8

Adj.
Post

13.2

13.7

13.1

13. S

Hone

Pre

9.9

8.6

13.6

11.5

2.3

.10

Post

10.3

9.5

9.7

12.6

Adj.

Post

10.4

10.1

9.5

12.5

Academic

Pre

10.3

8.8

9.2

11.4

0.3

.81

Post

9.6

9.3

8.9

11. 0

Adj.

Post

9.5

10.1

9.5

11.3

Total

Pre

70.8

67.3

60.1

73.4

1.2

.31

Post

72.8

72.8

70.4

79.8

Adj.

Post

'Adjusted posttest

APPENDIX E
DATA FOR OUTCOME OBJECTIVB 11
ParenftSj students j Graplo)reri, labor union,
and other Involved cMnnunlty inenibers will
demofti trace a positive attituda tov^ardj and
continual support of, the EBCl program*

32

30

TABLE 6

SUMMARY OF PARENT MISPONSIS
QCPERIENCE BASED CAREER EDUCTION EVALUATION
WICHITA EAST HIGH SCHOOL*

A^geement Dlsagreament
S trong ~ Mild Neutral Mild Stronp
% of % of % of % of % of
Question N Total N Total N Total N Total N Total

1. The rasulte of the
EBGE program were

ganaKally t^orthwhlle. 19 79.2 4 16.7 1 4.2 0 0 0

2. The EBCE progMm
prodyeed positive
attitudes and aea«

demie achievement. 19 79.2 4 16.7 1 4.2 0 0 0

3. The EBCE progrwi was

run efficiently. 17 70.8 5 20.8 2 8.3 0 0 0

4i Student needs and
interests were given
appropriate conaidera^

tion/ 19 79.2 4 16.7 I 4.2 0 0 0

5. Was there any feature

about the way the Responses^

EBCE program operated ^ ^ YES N - P^T H ^ NO

that you thought par- 19 1 4

ticularly effectives

appropriate j or use-»

ful?

Content of "YES" responses and number of coinments ( ) •

Xneentives keep students in sehool (1) I Relevant slte^related
assignments (1) ; EKposure to oooupation and oareer choices
(6); Learning coordinator anoouragraent (3); Good program in
general (1) I iKcelient staff at last (1) i Individualization of
pr^ram to student (2); Child learned responsibility (1)| Interest
and ability wploration (1) \ Meeting and gettir^ to know people
on work sites (I) | One-to-one student-teaaher relation (1)*

33

31

TABLE 6 (Continued)

Question

N ^ YES
5

Responsea^

2

N ^ NO
17

appropriate, or useless?

Contant _of ^TfES"

responses and number of eoOTinenta ( ) ,

More vliltaclon of iltes by learning coordinator (1); ^e
p rogram should have yielded more (1); More frequent ^
supervised study (1) ; Four hours without and four houti ^Ith
pay would be appropriate (l); Loss of extraeurricular activi-
ties (I); Some sites provided limited work opportunlttea (1);

The experience was primarily custodial ^ and thm ^

^perienoe did not materialise (1),

7. General eoroents of Responsia

suggestion that would Cocments No CoMents

help improve the EBCE 18 6

Good program. Keep it up! (9); Control eKpenses (gasj ^te,,)
related to scrae assignments (1) | Opportunities to ahape attitudes
positively are good* Continue* (1); More time for aoadeales
(3); Create more comaunlty awareness /aoceptanee (1); Employara
should give more on-job asslgfteaents (1); Prohibit student ex-
ploitation by site personnel (1)- More utility and governiaent
experience (I) ,

program?

*N ^ 24

@Respohaea were content -analysed. Parents provided eomenta only
with a "yea" or "coiment" response. Total N of conttnt nay ^ceed
'•Yei" or "coiDment" total beeaust of multiple responsis per respondent.

32

lABLE 7

SmmRY STUDIMT RESFONSIS
EaCPERIBNCE B^ED CAREER EDUCATION EVALUATION

Aggjem^nt Dlsagreiqint
Stgoag Mild Neutral Mild Strong
% of % of % of % of % of
Question N Total N Total N Total N Total N Total

1* The results of the EBCl
program were generally
worthwhile*

2, thm EBCE program pro-
duaed positive atti-
tudes and academic
achievimient.

3« The EBCE program was
run efficiently.

km Student needs and

interests were given
appropriate considara^
tlon«

21 67*7 7 22,6 2 6.5 1 3.2 0

15 48.4 10 32.2 3 9.7 3 9.7 0

16 51.6 9 29

6 19.4 0

16 51.6 13 41.9 2 6.5 0

5* Was there any feature
alout the way the EBCE
program operated that
you thought particu-
larly effect tve J appro*
priatij or useful?

Regponsea

N ^ YES N ^ PART

15

12

N ^ KQ
4

Content of "YES" reiponses and nigibig of conments ( ) .

Career choice availability (3); Help with occupational cholos
(4) I Freedom (2) ; Opportunities to apply learning (1) % Weekly
iiitervlewi wtth learning eoordlmtpr (1) | Intarvlews and letter
of l&troductlon <1) ; Learning coordinator are helperi and friends
(2) I Ifflclancy of program (1),

Was there any feature
about the way the EBCE
program operated that
you thought partteu-
larly Ineffective, In-
appropriate, or useless?

Responsei

N ^

0

N ^ PART
8

23

33

TABLE 7 (Continued)

Question

7« Gsntral aooiments or
^suggest Ions that
would help Improve
the EBCE program?

Gontent^ of eoBTOentB _and nmbejc_of a^gents^^^^ ^ - ^ •

Learning aoordlnatori could provide a little more help (1) ;
Treat atudenta In a more tndlvidumllEed mnner (2) | Have employers
give assigiments that will increase feelings oi belonging (1) i
Give more time to student academic needs (2) ; More tlxne on each
site (1) ; More sites (1) i Fewer assignEaanta and more time for
completion (1) | More visltg to colleges and univeriltlee (1);
Better docwentatlon of accompllshmenta (1) ; Too many tests
(1)^ Promote the program (1)1 Great program* -thanks (3)*

*N ^ 31

Responses^

Goments No comaent
16 15

@Responsea ware cent ant «'analy^ed» Students provided coments only
with a "yes" or "comient" response. Total N of eontent may eKcaed
"yea" or "ecwmaent" total because of multiple responaes per respondent.

34

TABLE a

SIM1WR.Y OF ^SOURCE PERSOK' COMffiNra
EXPERIENCE MSm CAREER EDUCATION EVALUATION
WICHITA EAST HIGH SCHOOL*

__ Agremerit Dlaa^raement_
Strong Mild Neutral Mild Strong
% of % of % of % of % of
Question N Total N Total N Total N Total N Total

The results of the
EBCE program were
generally worthwhile.

The EBCE program pro-
duced positive atti-^
tudes and aaademlc
achiavCTaent ,

13 72*2 5 27,7 0

10 55.5 7 38*8 1 5*5 0

3« The IBCE program was
run efflaientlyp

4, Student needs and ln»
tares ta were given
appropriate considera-
tion*

5, Was there any feature
about the way the EBCE
program operated that
you thought particu-
larly effect Ive, appro*
priate, or useful?

13 72*2 4 22*2 1 5*5 0

15 83*3 2 11*1 1 5*5 0

ReeponseeS

N ^ ires N ^ PART N ^ NO

13

Content of "yea" responses and number of commenti ( ) »

Positive student attitudes (1) ^ Variety of work experiences
(2) * to the job training (3)» Prior knowledge of eKpectatlons
held by program persofmel for ilte (1) | Learning coordinator
iatsrest and follow-up (1)| Individual help from laarnlng coordi-
nator for students (2); Opportunities for itudents to work with
a yarlety of people (1); Exposure to different vocatloMi alterna-
tives (1),

35

T^I^ 8 (Cocittnued)

queitlon

Was there any feature *
ab©ut the way the EBCE
pi^ogram operated that
you thought partiaularly
ineff eetivei Inappi^opriate ,
or yselesa?

t^^ YES
2

Respgnsea

1

15

Content of "yes'V tmBponumB _^[^_t^mb0^ Q£ cpgaenta .

liaok of one student's Intareat (1); Laek of clarity of aKpecta-
tlon presented to students (1) ^ Would have liked larger number
of students (1) \ Inef fleletiey of Instructor knowltdge of a
technical field (1),

7 m General coments or

suggestiona that would Rei ponied

help improve the EBCE GOTgnencs No CCTaents

program? 12 6

Content, of eo^ggj^and ^tag^gg^f_ gQTOScita3y category ( ) ,

Send more students. Good progtf^I Cl)s Provide better fflatch
of student interests and site opportunities (1) ; At least one
full day on-site would have aomplTOSnted the half*day'a of
eicpoaure (1) ; Provide better publicity on the program through*
out the school system (11) ; provide longer eKpoavufe on-site (1) i
Determine the eost^-effectiveniga of the program (1); Iteke students
more aware of importanci of punctuality and other consuner job
«peetstlons (1); Expand the p^ogran (1)*

©Responses were content -analygad* Resource peraons provided eomnents
only with a "yes" or "coment" trisponie. Total N of content may
exceed "yes" or "coTOent" total becausa of multiple responses per
respondent «

Hote» The site visit Interviewi were incorpoMted in this tabulation.

*N ^ 18

38

APPENDEC F
DATA FOR OUTCOME OBJECTIVE 12
Styd#ntB participating In the IBCE program
wtil participatei during ©rlentation, In
sw tiasi seK-roie atar^otyplng aBaall-group
workshops and will deroonstrate a greater
avarsneas and aeoeptance of, and partlelpa-
tton In nontradltlonal job-'roLas*

39

37

Inst runienta t i on

The >le Socialization (SRS) Quastionnalre provided the

evalijation r OutcOTa Objective 12* This meaawe viaa de-

veloped by Broverraan, Clarkaon, Roaenkrant^i and Voyel

(1970)* The i c&m are completed twice by the reipondantj once
using the Items to deacribe an adult fflale. Twenty-five Itms are
male-valued and 11 fCTali^valued. Thm Items are scored sepaMtely
iot the male and fraale descriptions for the nmle«^valued items and
then the femala<^valued te^s« ^e result is four subicalasi
male-male^ male^femle, £emale^mali^ and fenale^fenale.

The developers hold that the itmne are typical atereotypeg
of soeiaHy deatrable male and female behaviors or traits . The
reliability and validity of the SRS sypported its uae to evaluate
Outcome Objective 12*

Resulti

The aifflioary of the resulta for this objective comprises Tables
IQA and 10B« None of the analyses are significant. The conclusion
is that no differences are apparent between the EBCE and control
groups #

40

38

TABLE lOA

MEANS, ST^IMRD DEVmTlONS (SD), AND MALYSIS OF COVARIANCE
StnMARIES FOR IM SEC ROll SOCIALBATION (SRS) STORIS
ACROSS THE EBCE MD CONTROL GROUPS 1977-78

SBS

EBCE

Control

Subacale

Test

Mean

SD

Mean

SD

P

Male-

Pre

3.6 ,

1.0

3.1

1,0

1.0

.33

Male

Post

4.5

1.0

4.8

1.1

Adj. I

Post

4.8

Ifale-

Pre

2.1

1.4

1.2

.40

0.1

.73

Female

Post

4.1

1.0

4.3

1.1

Ad j .

Post

4.13

4.22

FesAle-

Pre

2.8 -

1.0

2.2

.92

0,3

,59

Male

Post

4.0

1.0

3.9

.94

Adj.

Post

3.99

3,85

Fraaie-

Pre

2.5

1.8

1.4

.55

0.0

,84

Fanaie

Post

4,6

1.2

4.6

i.i

Adj.
Post

4.59

4,65

"Adjusted Poittest

39

TABLE LOB

MiANS AND ANALYSIS OF COVARIANCE SlMl^lES FOR TIffi SBC miM
SOCIALEATION (SM) SCORES ACROSS raSEE IBCl GROTTPi (YEm,
FIItST BEmBTESL^ SECOOT SmffiSTEE) AKD ONE CONTOOL GROUP

•

EBCE

Subscale

Test

Year

Ist Sem.

2nd Sem.

Control

F

P

Male-

Pre

3.0

3.4

4.6

3.1

0.6

.62

Male

Post

4.4

4.8

4.6

4.8

Adj.l

Post

4.4

4,7

4.6

4.8

Male-

Pre

1.2

1.4

4.0

1.2

0.7

,58

Foiale

Post

4.1

4.4

3,8

4.3

Adj.

Post

3.8

4.1

5.0

4.0

Female-

Pre

2.3

2.8

3.5

2.2

0.3

.80

mie

Post

4.1

3.9

3.8

3.9

Adj.

Post

4.1

3.9

3,8

3.9

Female-

Pre

1.3

1.7

4.9

1.4

0.3

.79

Female

Post

4.4

4.8

4.7

4.6

Adj.

Post

4.4

4.9

4.6

4.6

'Adjusted Fostteat

42